Appendix

A Level modules with syllabus content by examination board

The current structure is now as follows

Core Pure Maths 66.6%
4 modules C1,C2,C3,C4

Applied units 33.3%

Combination of any two
S1,S2,M1,M2,D1,D2

Students studying Further Mathematics have considerable freedom in their choice of Applied units but it is compulsory to take the Further Pure 1 module.
The current A Level system is again under review with a move to a four module system. However, Mathematics and the Science subjects are not included in this
restructuring. We expect the six modules to be with us for some time yet.

English Examination Boards

AQA

EDEXCEL

OCR

Welsh Examination Boards

WJEB

Northern Ireland
CCEA

Scottish Board
No direct comparison between A Level and AS Levels but content indicated within the following
table as SH (Scottish Higher) and ASH (Advanced Scottish Higher)

Detail of content for each Core module at A Level. All students will cover these topics
TOPIC
CORE1

OCR AQA EDEXCEL WJEB CCEA

Indices and Surds

Candidates should be able to:
(a) understand rational indices (positive, negative and zero), and use laws of indices in the course of
algebraic applications;
(b) recognise the equivalence of surd and index notation;
(c) use simple properties of surds including rationalising denominators.

C1

C1

C1

C1

C1

C1

C1

C1
SH

Polynomials
Candidates should be able to:
(a) carry out operations of addition, subtraction, and multiplication of polynomials (including
expansion of brackets, collection of like terms and simplifying);
(b) carry out the process of completing the square for a quadratic polynomial
find the discriminant of a quadratic polynomial;
(c) solve quadratic equations, and linear and quadratic inequalities, in one unknown;

C1

C1

(d) solve by substitution a pair of simultaneous equations of which one is linear and one is quadratic.

Coordinate Geometry and Graphs

Candidates should be able to:
(a) find the length, gradient and mid-point of a line-segment, given the coordinates of its endpoints;
(b) find the equation of a straight line given sufficient information (e.g. the coordinates of two
points on it, or one point on it and its gradient);
(c) understand and use the relationships between the gradients of parallel and perpendicular lines;

SH
C1

C1

C1

C1

C1

(d) interpret and use linear equations, particularly the forms y = mx + c, y y1 = m(x x1)
and ax + by + c =0;
(e) understand that the equation
( x a ) + ( y b ) = r represents the circle with centre ( a , b) and radius r.

(f) use algebraic methods to solve problems involving lines and circles, including the use of the
equation of a circle in expanded form x2 + y2 + 2gx + 2fy + c =0 (knowledge of the
following:

C2

C2

circle properties is included: the angle in a semicircle is a right angle; the perpendicular from
the centre to a chord bisects the chord; the perpendicularity of radius and tangent);
(g) understand the relationship between a graph and its associated algebraic equation, use points of
intersection of graphs to solve equations, and interpret geometrically the algebraic solution of
equations (to include, in simple cases, understanding of the correspondence between a line
being tangent to a curve and a repeated root of an equation);
(i) understand and use the relationships between the graphs of y = f( x ), y = a f(x ), y = f( x )
+ a, y = f(x + a), y = f(ax) , where a is a constant, and express the transformations involved
in terms of translations, reflections and stretches.

C2
SH

C1

C1

C1

C1

C1

C2

dx

Differentiation
Candidates should be able to:
(a) understand the gradient of a curve at a point as the limit of the gradients of a suitable sequence
of chords (an informal understanding only is required, and the technique of differentiation from
first principles is not included);
(b) understand the ideas of a derived function and second order derivative, and use the notations

C1

C1

C1

C1

C1

f ( x ), f ( x );
(c) use the derivative of x (for any rational n), together with constant multiples, sums and
differences;
(d) apply differentiation (including applications to practical problems) to gradients, tangents and
normals, rates of change, increasing and decreasing functions, and the location of stationary
points (the ability to distinguish between maximum points and minimum points is required, but
d 2 y of inflexion is not included).
identification of
andpoints
;
d

SH
C2

x2

CORE2

Integration
Candidates should be able to
(a) find the area between a curve and the x-axis;
(b) find the area between a curve and the y-axis.

C2

C1

C1

C2

SH
C2

C2

C2

C2

Trigonometry
Candidates should be able to:
(a) use the sine and cosine rules in the solution of triangles (excluding the ambiguous case of the sine
rule);
absinC
(b) use the area formula
(c) understand the definition of a radian, and use the relationship between degrees and radians;

C2

C2

(d) use the formulas for the arc length and sector area of a circle;
(e) relate the periodicity and symmetries of the sine, cosine and tangent functions to the form of their
graphs;
(f) use and apply basic trig identities for Sin, Cos and Tan;
(g) solve basic trig equations not involving double angles.

SH

Sequences and Series

Candidates should be able to:
(a) understand the idea of a sequence of terms, and use recurrence formula;
(b) understand and use notation;
(c) recognise arithmetic and geometric progressions;
(d) use the formulae for the nth term and for the sum of the first n terms to solve problems
involving arithmetic or geometric progressions (including the formula 1 2 n(n +1) for the sum of the
first n natural numbers);
(e) use the condition r <1 for convergence of a geometric series, and the formula for the sum to
infinity of a convergent geometric series;
(f) use the binomial expansion for positive integer values of n and use of factorial notation.

C1

C2

C2

C2

SH

C2

C2

C1

SH

Algebra
Candidates should be able to:
(a) use the factor theorem and the remainder theorem;

C1

(b) carry out simple algebraic division (restricted to cases no more complicated than division of a
cubic by a linear polynomial);
(c) sketch the graph of y = a x and understand how different values of a affect the graph;
(d) understand the relationship between logarithms and indices, and use the laws of logarithms
(excluding change of base);
(e) use logarithms to solve equations of the form ax =b and similar inequalities.

C2

C2

C2

C1

C1

C2

C2
SH

Integration
Candidates should be able to:
(a) understand indefinite integration as the reverse process of differentiation, and integrate xn for
rational values of n except -1;

(b) solve problems involving the constant of integration and evaluate definite integrals;

C2

C2

(c) use integration to find areas between a line and a curve or two curves;

C2

C2

SH
C2

C4

(d) use the Trapezium rule find approximate areas.

CORE3 Algebra and Functions
Candidates should be able to:

C4

(a) understand the terms function, domain, range, one-one function and find inverse
functions and composite functions;
(b) illustrate in graphical terms the relation between a one-one function and its inverse;

C3

C3

C3

C3

SH
C3

(c) use and recognise compositions of transformations of graphs, such as the relationship between
the graphs of y = f(x) and y = a f(x + b), where a and b are constants;
(d) understand the relationship between the graphs of y = f(x) and its modulus function;
x

(e) understand the properties of the exponential and logarithmic functions e and ln x and their
graphs, including their relationship as inverse functions. Understand exponential growth and
decay.

C4

ASH

Trigonometry
Candidates should be able to:
(a) use and denote principal values of inverse trig functions and their associated graphs;
(b) understand the relationship of the secant, cosecant and cotangent functions to cosine, sine and
tangent, and use properties and graphs of all six trigonometric functions for angles of any
magnitude;
(c) use trigonometrical identities for the simplification and exact evaluation of expressions, and in
the course of solving equations within a specified interval, select an identity or identities appropriate
to the context, showing familiarity in particular with the use of
Sec2 1+tan2 and c o s e c 2 1 + c o t 2
(i) the expansions of sin(A B), cos(A B) and tan(A B)
(ii) the formulae for sin 2A, cos 2A and tan 2A
the expression of a sin + b cos in the forms R sin( ) and R cos( ).

C3

C3

C3

C3

C3

C4

SH
C4

Differentiation and Integration

Candidates should be able to:
(a) use the derivatives of ex and ln x, together with constant multiples, sums, and differences;
(b) differentiate composite functions using the chain rule;
(c) differentiate products and quotients;
(d)
(e)
(f)
(g)

C3

C3

apply differentiation to connected rates of change;

integrate e x and 1 x;
integrate expressions involving a linear substitution;
use definite integration to find a volume of revolution about one of the coordinate axes.

C3

C3

C3
SH

C4

C4

ASH
C4

C3
No

C3

C3

Numerical Methods
Candidates should be able to:
(a) locate roots by change of sign;
(b) approximate solutions to equations by iterative methods;
(c) numerically integrate using Simpsons Rule;

C3

C3

CORE4 Algebra and Graphs

Candidates should be able to:
(a) simplify rational expressions, including factorising and cancelling;
(b) divide a polynomial, of degree not exceeding 4, by a linear or quadratic polynomial, and
identify the quotient and remainder (which may be zero);
(c) recall an appropriate form for expressing rational functions in partial fractions, and carry out
the decomposition, in cases where the denominator is no more complicated than
(i) ( ax + b)( cx + d)( ex + f )

C4

C4

C3

SH

C4

C4

ASH
C3

C3

ASH

(ii) ( a x + b ) ( c x + d )
and where the degree of the numerator is less than that of the denominator;
(d) use the expansion of (1+ x) n where n is a rational number and x <1 (finding a general term is
not included, but adapting the standard series to expand, e.g. (2 - X)-1 is included);
(e) understand the use of a pair of parametric equations to define a curve, and use a given
parametric representation of a curve in simple cases;
(f) convert the equation of a curve between parametric and Cartesian forms.

Differentiation and Integration

Candidates should be able to:
(a) use the derivatives of sin x, cos x and tan x, together with sums, differences and constant
multiples;
(b) find and use the first derivative of a function which is defined parametrically or implicitly;
(c) extend the idea of reverse differentiation to include the integration of trigonometric functions
(e.g. cosx and sec 2 2x);
(d) use trigonometric relations (such as double angle formulae) in order to facilitate the integration of
functions such as cos 2 x;
(e) integrate rational functions by means of decomposition into partial fractions;
(f) Integration by parts and integrals leading to a log solution;
(g) use a given substitution to simplify and evaluate either a definite or an indefinite integral (the
relationship between integration by substitution and the chain rule should be understood).

C4

C4

C4

C4
C4

C3
ASH

First Order Differential Equations

Candidates should be able to:
(a) formulate a simple statement involving a rate of change as a differential equation, including the
introduction if necessary of a constant of proportionality;
(b) find by integration a general form of solution for a differential equation in which the variables
are separable;

C4

C4

C4

C4

C4
ASH

(c) use an initial condition to find a particular solution of a differential equation;

(d) interpret the solution of a differential equation in the context of a problem being modelled by the
equation.

Vectors
Candidates should be able to

(a) use standard notation for vectors

(b) carry out addition and subtraction of vectors and multiplication of a vector by a scalar, and
interpret these operations in geometrical terms;

SH

(c) use unit vectors, position vectors and displacement vectors;

(d) calculate the magnitude of a vector, and identify the magnitude of a displacement vector AB as
being the distance between the points A and B;
(e) calculate the scalar product of two vectors (in either two or three dimensions), and use the
scalar product to determine the angle between two directions and to solve problems concerning
perpendicularity of vectors;

C4

C4

C4

C4

C4

(f) understand the significance of all the symbols used when the equation of a straight line is
expressed in the form r = a + tb;
(g) determine whether two lines are parallel, intersect or are skew;
(h) find the angle between two lines, and the point of intersection of two lines when it exists.

Summary of content for Applied Modules M1, S1, D1. Students will have chosen two of these for a standard A level
TOPIC
M1 Force as a Vector

OCR AQA EDEXCEL WJEB CCEA

Candidates should be able to:

(a)

understand the vector nature of force, and use directed line segments to represent forces (acting in at
most two dimensions);

(b)

understand the term resultant as applied to two or more forces acting at a point, and use vector
addition in solving problems involving resultants and components of forces (solutions involving
calculation, rather than scale drawing, will be expected);

(c)

find and use perpendicular components of a force, e.g. in finding the resultant of a system of forces,
or to calculate the magnitude and direction of a force (knowledge of column vector or i, j notation is
not required, though candidates are free to use any such notation in answering questions if they wish).

M1

M1

M1

M1

M1

M1

M1

M1

M1

M1

Equilibrium of a Particle
Candidates should be able to:
(a)

identify the forces acting in a given situation, and use the relationship between mass and weight;

(b)

understand and use the principle that a particle is in equilibrium if and only if the vector sum of the
forces acting is zero, or equivalently if and only if the sum of the resolved parts in any given direction is
zero (problems may involve resolution of forces in direction(s) to be chosen by the candidate, or the use
of a triangle of forces);

(c)

use the model of a smooth contact and understand the limitations of the model;

(d)

represent the contact force between two rough surfaces by two components, the normal force and the
frictional force, understand the concept of limiting friction and limiting equilibrium, recall the
definition of coefficient of friction, and use the relationship F R or F =R as appropriate;
use Newtons third law.

(e)

10

Kinematics of Motion in a Straight Line

Candidates should be able to:
(a)
(b)

understand the concepts of distance and speed as scalar quantities, and of displacement, velocity
and acceleration as vector quantities (in one dimension only);
sketch and interpret (t, x) and (t, v) graphs, and in particular understand and use the facts that
(i)

the area under a (t, v) graph represents displacement,

M1

M1

M1

M1

M1

(ii) the gradient of a (t, x) graph represents velocity,

(iii) the gradient of a (t, v) graph represents acceleration;
(c)
(d)

use differentiation and integration with respect to time to solve simple problems concerning
displacement, velocity and acceleration;
use appropriate formulae for motion with constant acceleration.

M2

M2

Newtons Laws of Motion

Candidates should be able to:
(a)

apply Newtons laws of motion to the linear motion of bodies of constant mass moving under the
action of constant forces (which may include friction); for example, a car pulling a caravan;

(b)

model, in suitable circumstances, the motion of a body moving vertically or on an inclined plane, as
motion with constant acceleration and understand any limitations of this model;

(c)

solve simple problems which may be modelled as the motion of two particles, connected by a light
inextensible string which may pass over a fixed smooth peg or light pulley (including, for example,
situations in which a pulley is placed at the top of an inclined plane).

M1

M1

M1

M1

M1

M1

M1

M1

M1

M1

Linear Momentum
Candidates should be able to:
(a) recall and use the definition of linear momentum and show understanding of its vector nature (in
one dimension only);
(b) understand and use conservation of linear momentum in simple applications involving the direct
collision of two bodies moving in the same straight line before and after impact, including the
case where the bodies coalesce (knowledge of impulse and of the coefficient of restitution is not
required).

11

Projectiles
Candidates should be able to consider the motion of a particle under gravity in two dimensions.

M2

M1

M2

M2

M2

M2

M2

M1

M1

M1

S1

S1

S1

NO

S1

Moments
Candidates should be able to consider the moments of a force in a coplanar situation

S1

Representation of Data
Candidates should be able to:
(a)

select a suitable way of presenting raw statistical data, and discuss advantages and/or
disadvantages that particular representations of data may have (in addition to the
representations in (c) below, candidates should be familiar with pie charts, bar charts and frequency
polygons);

(b)

extract from a table or statistical diagram salient features of the data, and express conclusions verbally;

(c)

construct and interpret stem-and-leaf diagrams (including ordered and back-to-back stem-and leaf
diagrams), box-and-whisker plots, histograms and cumulative frequency graphs;
understand, use and interpret different measures of central tendency (mean, median, mode) and variation
(range, interquartile range, standard deviation), e.g. in comparing and contrasting sets of data;
calculate the mean and standard deviation of a set of data (including grouped data).

(d)
(e)

12

Probability
Candidates should be able to:
(a)

understand the terms permutation and combination;

(b)

solve problems about selections, e.g. finding the number of ways in which a team of 3 men and 2
women can be selected from a group of 6 men and 5 women;

(c)

solve problems about arrangements of objects in a line, including those involving

(i)

repetition (e.g. the number of ways of arranging the letters of the word NEEDLESS),

(ii)

restriction (e.g. the number of ways several people can stand in a line if 2 particular people must or
must not stand next to each other);

(d)

evaluate probabilities in simple cases by means of enumeration of elementary events (e.g. for the
total score when two fair dice are thrown) or by calculation using permutations and combinations;

(e)

use addition and multiplication of probabilities, as appropriate, in simple cases;

(f)

understand informally the meaning of exclusive and independent events, and calculate and use
conditional probabilities in simple cases, e.g. situations that can be represented by means of a tree
diagram.

S1

S1

S1

S1

S1

S1

S1

S1

S1

S1

Discrete Random Variables

Candidates should be able to:
(a) construct a probability distribution table relating to a given situation involving a discrete random
variable X, and calculate the expectation, variance and standard deviation of X (the notations E(X) for
expectation (also referred to as expected value or mean) and Var(X) forvariance, are included);
(b) use formulae for probabilities for the binomial and geometric distributions, and model given
situations by one of these, as appropriate (the notations B(n, p) and Geo(p) are included);
(c) use tables of cumulative binomial probabilities (or equivalent calculator functions);
(d) use formulae for the expectation and variance of the binomial distribution, and for the
expectation of the geometric distribution.

S2

13

Bivariate Data
Candidates should be able to:
(a) calculate, both from simple raw data and from summarised data, the product moment
correlation coefficient for a set of bivariate data;

S3

(b) understand the basis of Spearmans coefficient of rank correlation, and calculate its value
(questions set will not involve tied ranks);
(c) interpret the value of a product moment correlation coefficient or of Spearman s rank correlation
coefficient in relation to the appearance of a scatter diagram, with particular reference to values
close to 1,0,1;
(d) understand that the value of a correlation coefficient is unaffected by linear transformations (coding)
of the variables;

S1

S1

S1

S3

S2

S2

S1

S1

S2

S1

S1

S2

(e) understand the difference between an independent (or controlled) variable and a dependent variable;
(f) understand the concepts of least squares and regression lines in the context of a scatter diagram;
(g) calculate, both from simple raw data and from summarised data, the equation of a regression line,
understand the distinction between the regression line of y on x and that of x on y, and use the fact
that both regression lines pass through the mean centre (x, y);
(h) select and use, in the context of a problem, the appropriate regression line to estimate a value, and be
able to interpret in context the uncertainties of such estimations.

The Normal Distribution

Candidates should be able to:
(a) understand the use of a normal distribution to model a continuous random variable, and use normal
distribution tables, or equivalent calculator functions (knowledge of the density function is not
expected);
(b) answer problems which involve finding the mean, standard deviation, or both;
(c) use the distribution of sample means and confidence intervals.

S2

14

D1

Algorithms
Candidates should be able to:
(a)

understand the definition of an algorithm;

(b)

appreciate why an algorithmic approach to problem-solving is generally preferable to ad hoc methods,

and understand the limitations of algorithmic methods;

(c)

understand the meaning of the order of an algorithm, and determine the order of a given algorithm
in simple cases, including the algorithms for standard network problems;

(d)

interpret and apply simple algorithms defined by flow diagrams or given as a listing in words;

(e)

show familiarity with simple algorithms concerning sorting and packing, including:
(i)

D1

D1

D1

NO

NO

D1

D1

D1

NO

NO

D2
D2

D2
D2

D1
D1

NO
NO

NO
NO

bubble and shuttle sorts,

(ii) first-fit methods (first-fit and first-fit decreasing).

Graph Theory
Candidates should be able to:
(a)

understand the meaning of the terms arc (or edge), node (or vertex), path, tree and cycle;

(b)

use the orders of the nodes in a graph to determine whether the graph is Eulerian or semi-Eulerian
or neither;

(c)

solve simple problems involving planar graphs, both directed and undirected.

Flows in Networks
Critical path analysis

15

Networks
Candidates should be able to:
(a) recall that a network is a graph in which each arc is assigned a weight, and use networks as
mathematical models;
(b) apply Prims and Kruskals algorithms in solving the minimum connector problem to find a minimum
spanning tree (including the use of a matrix representation for Prims algorithm);

D1

D1

D1

NO

NO

D1

D1

D1

NO

NO

(c) find a solution to the travelling salesperson problem in simple cases, and in other cases:
(i) determine an upper bound by using the nearest neighbour method,
(ii) use short-cuts where possible to improve on an upper bound,
(iii) use minimum connector methods on a reduced network to determine a lower bound;
(d) use Dijkstras algorithm to determine the shortest path between two nodes;
(e) solve simple cases of the route inspection problem for at most six odd nodes by consideration of all
possible pairings of the odd nodes.

Linear Programming
Candidates should be able to:
(a) formulate in algebraic terms a real-world problem posed in words, including the identification of
relevant variables, constraints and objective function;
(b) set up a linear programming formulation in the form maximise (or minimise) objective, subject to
inequality constraints and trivial constraints of the form variable 0, and use slack variables to
convert inequality constraints into equations together with trivial constraints;
(c) carry out a graphical solution for 2-variable problems, including cases where integer solutions are
required;
(d) use the Simplex method for maximising an objective function, interpret the values of the variables
and the objective function at any stage in the Simplex method.

16

Students taking Further Maths all need to complete the following compulsory module + combinations of others
FP1 Summation of Series
Candidates should be able to:
(a) use the method of differences to obtain the sum of a finite series;
(b) use the standard results for r, r2 and r3 to find related sums;

FP1

FP1

FP1

FP1

FP2

FP1

FP3

FP3

FP1

FP2
ASH

(c) recognise, by direct consideration of the sum to n terms, when a series is convergent, and find the
sum to infinity in such cases.

Proof by Induction
Candidates should be able to:
(a) use the method of mathematical induction to establish a given result (not restricted to
summation of series);
(b) recognise situations where conjecture based on a limited trial followed by inductive proof is a
useful strategy, and carry this out in simple cases.

Roots of Polynomial Equations

Candidates should be able to:
(a)

use the relations between the symmetric functions of the roots of polynomial equations and the
coefficients (for equations of degree 2 or 3 only);

(b)

use a given simple substitution to obtain an equation whose roots are related in a simple way to those
of the original equation.

FP1

FP1

NO

FP1

ASH
NO

17

Complex Numbers
Candidates should be able to:
(a) understand the idea of a complex number, recall the meaning of the terms real part, imaginary
part, modulus, argument, conjugate, and use the fact that two complex numbers are equal
if and only if both real and imaginary parts are equal;
(b) carry out operations of addition, subtraction, multiplication and division of two complex numbers
expressed in Cartesian form (x + i y);
(c) use the result that, for a polynomial equation with real coefficients, any non-real roots occur in
conjugate pairs;
(d) represent complex numbers geometrically by means of an Argand diagram, and understand the
geometrical effects of conjugating a complex number and of adding and subtracting two complex
numbers;
(e) find the two square roots of a complex number;
(f) illustrate simple equations and inequalities involving complex numbers by means of loci in an Argand
diagram, e.g. z a < k, z a = z b, arg( z a) =

FP1

FP1

FP1

FP1

FP1
ASH

FP2

Matrices
Candidates should be able to:
(a) carry out operations of matrix addition, subtraction and multiplication, and recognise the terms null (or
zero) matrix and identity (or unit) matrix;
(b) recall the meaning of the terms singular and non-singular as applied to square matrices, and, for 2
2 and 3 3 matrices, evaluate determinants and find inverses of non-singular matrices;

ASH

(c) understand the use of 2 2 matrices to represent certain geometrical transformations in the x-y plane,
and in particular:
(i)

recognise that the matrix product AB represents the transformation that results from the
transformation represented by B followed by the transformation represented by A,
(ii) recall how the area scale-factor of a transformation is related to the determinant of the
corresponding matrix,
(iii) find the matrix that represents a given transformation or sequence of transformations
(understanding of the terms rotation, reflection, enlargement, stretch and shear will be
required);

FP1

FP1

FP3

FP1

FP1
ASH

18

(d) formulate a problem involving the solution of 2 linear simultaneous equations in 2 unknowns, or 3
equations in 3 unknowns, as a problem involving the solution of a matrix equation, and vice-versa;
(e) understand the cases that may arise concerning the consistency or inconsistency of 2 or 3 linear
simultaneous equations, relate them to the singularity or otherwise of the corresponding square matrix,
and solve consistent systems;
(f) understand eigenvalues and eigenvectors.

NO

NO

FP2

FP1

FP1

FP3

NO

FP2

FP1

FP1

FP2

NO

FP3

FP3

FP1

NO

FP2

FP1

FP3

FP1

FP3

NO
ASH

NO

Numerical methods
Newton Raphson, bisection methods and linear interpolation

Graphs of rational functions and inequalities

Differential equations
First order and second order differential equations

Polar co-ordinates and areas enclosed

19

UNITS OF ASSESSMENT
Candidates take three units for Advanced Subsidiary GCE, followed by a further three units if they are seeking an Advanced GCE award.
The table below shows all the units in the overall scheme.

Unit
Cod
C1*
C2
C3
C4

Unit Name

Core Mathematics 1*
Core Mathematics 2
Core Mathematics 3
Core Mathematics 4
FP1 Further
Pure
FP2 Further
Pure
FP3 Further
Pure
M1 Mechanics 1
M2 Mechanics 2

Level

Uni

Unit Name

Level

AS
AS
A2
A2

Code
M3 Mechanics 3
M4 Mechanics 4
S1 Probability and Statistics 1
S2 Probability and Statistics 2

A2
A2
AS
A2

AS

S3 Probability and Statistics 3

A2

A2

S4 Probability and Statistics 4

A2

A2

D1 Decision Mathematics 1

AS

AS
A2

D2 Decision Mathematics 2

A2

* indicates the unit in which no calculator may be used.

The majority of students applying for University entrance will have followed one of the paths given below
AS only
A Level
F. Maths

Compulsory C1,C2
Compulsory C1,C2,C3,C4
Compulsory FP1

with
with
with

one from S1, M1, D1

two from S1, M1, D1
five from FP2, FP3, M2, M3, M4, S2, S3, S4, D2,

NOTE:

Any student successfully completing the Further Maths Course is by definition a very capable mathematician and well able to
cope with the mathematical demands of a university chemistry course.
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